Research Journal in Comparative Education <p style="text-align: justify;"><strong>Research Journal in Comparative Education (RJCE)</strong> publishes peer-reviewed articles in education-related subjects which involve the enquiry and evaluation of various educational systems as those practised in different societies and countries in Africa and beyond. The journal welcomes researches that are aimed to: describe educational systems, processes and outcomes; help in the development of educational institutions at all levels, and practices in various countries; highlight the relationships between education and society; establish generalised statements about education that are valid the world over. These are aimed to bring research and knowledge to the widest possible audience in both developed and developing worlds.</p> en-US <p>This work is licensed under a <a href="" rel="license">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</a>.</p> <p class="copyright-statement">This open-access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.</p> <p class="licensing"><strong>You are free to:</strong> Share — copy and redistribute the material in any medium or format. Adapt — remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms. </p> <p class="licensing"><strong>Under the following terms:</strong> Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. </p> <p class="licensing"><strong>No additional restrictions:</strong> You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.</p> (AMOS OJWANG) Wed, 16 Dec 2020 20:59:53 +0000 OJS 60 Assessing ICT Competencies of Basic School Teachers: A Tracer Study in Krachi East Municipal, Ghana <p>This study aimed to assess the level of ICT competencies of Basic School Teachers at selected schools in Krachi East Municipal, Oti Region. Descriptive survey method was used which involved a questionnaire, interviews, and observations. Sixty-two (62) teachers served as respondents. Results showed that most of the teachers have a basic knowledge on ICT and needs improvement. More trainings is hereby needed to the teachers for them to integrate ICT in teaching and other related task assigned to them so as to uplift and enhance the quality of education of the said basic public school.</p> Nelson Kudzo Soh Copyright (c) 2020 Nelson Kudzo Soh Wed, 16 Dec 2020 00:00:00 +0000 Examining early childhood educators’ pedagogical knowledge in the teaching of language and literacy at the early grade <p>The study examined early childhood educators’ pedagogical knowledge in the teaching of language and literacy at the early grade. The research design that was used for the study was the descriptive survey. The target population was limited to early childhood educators. The mixed-method approach was used for the study. The sample was drawn using purposive and simple random sampling techniques. The total sample for the study was 164 early childhood educators. The self-developed questionnaire, interview guides, and observation checklist were used for data collection. Data were analysed using Statistical Product and Service Solutions (SPSS) version 20. Descriptive statistics were used to analyse the data, including means, standard deviations, frequencies, and percentages. The qualitative data were analysed using themes. The study revealed that the teachers demonstrated adequate knowledge of the assessment techniques in assessing their learners. They agreed on informal assessment through observation and portfolios are best in assessing the kindergartener whereas summative is used for the primary one to three learners as stipulated in the curriculum. The study recommends that teachers need to Set goals and measure s’ progress toward independent writing based on each individual learner’s growth in writing empowered teachers to instruct students in a classroom with varying student writing abilities.</p> Wasila Mahamud Copyright (c) 2020 Wasila Mahamud Wed, 16 Dec 2020 00:00:00 +0000